Handbook of Special Education
The Handbook of Special Education brings greater clarity to the ever-expanding topic of educating exceptional children. Across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Chapters follow a consistent model: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues.
This book provides comprehensive coverage of all aspects of special education in the United States including cultural and international comparisons. The Handbook of Special Education discusses emerging trends in the field for researchers and practitioners while also providing foundational material for graduate students and scholars. The third edition has been updated and shortened to make it more accessible and helpful to all of its users, taking into account the recent developments and most current academic research in the field.
James M. Kauffman (Ed.D., University of Kansas) is Professor Emeritus of Education at the University of Virginia, where was a faculty member from 1970—2006. He received the Research Award from the Council for Exceptional Children in 1994 and the Outstanding Leadership Award from the Council for Children with Behavioral Disorders (of which he is a past president) in 2002.
Daniel P. Hallahan (Ph.D., University of Michigan) is Professor Emeritus of Education at the University of Virginia, where he had been a faculty member in the Curry School of Education since 1971. He is a past president of the Division for Learning Disabilities of CEC and in 2000 received the CEC Career Research Award.
Paige Cullen Pullen (Ph.D., University of Florida) is Professor of Special Education at the University of Florida and the Chief Academic Officer at the Lastinger Center for Learning. She has been principal investigator on federally funded projects, co-authored books, book chapters, and articles on evidence-based reading instruction.